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5E Tabanlı Ters Yüz Edilmiş Sınıf Yaklaşımında Öğrencilerin Katılım Durumlarının Değerlendirilmesi

Year 2024, Volume: 13 Issue: 1, 106 - 129, 31.03.2024
https://doi.org/10.15869/itobiad.1396321

Abstract

Bu çalışma 5E tabanlı ters yüz edilmiş sınıf yaklaşımında öğrencilerin katılım durumlarını değerlendirmeyi amaçlamaktadır. Çalışmanın katılımcılarını bir devlet okulunda 7. sınıfa giden 12 öğrenci oluşturmaktadır. Çalışmada nitel araştırma yöntemlerinden durum çalışması benimsenmiştir. Bu çalışmada 5E tabanlı ters yüz edilmiş sınıf yaklaşımının her bir aşamasında öğrenci katılımlarının nasıl gerçekleştiği öğrencilerin sübjektif deneyimlerine dayanarak değerlendirilmiştir. Değerlendirmeye tabi tutulan veriler için sınıf içinde dersler işlenirken çekilen video kayıtları, öğrenci çalışma kağıtları, Google Classroom’da yüklü olan öğrenci dokümanları, yarı yapılandırılmış görüşme soruları, ses kayıtları, araştırmacı öğretmenin alan notları ve gözlem formları kullanılmıştır. Sınıf içi ve sınıf dışı süreçlerin analizi için araştırmacı tarafından gözlem formları oluşturulmuştur. Gözlem formları çalışmanın dayanağı olan 5E tabanlı sınıf yaklaşımının aşamalarında belirtilen ilkeler doğrultusunda hazırlanmıştır. Verilerin analizinde tümdengelim-tümevarım nitel içerik analizi kullanılmıştır. Kodlama sürecinde tümdengelim ve tümevarım yaklaşım unsurlarını kullanarak bir ön kodlama listesi oluşturulmuş, çalışmanın teorik arka planı olan 5E tabanlı ters yüz edilmiş sınıf yaklaşımına dayalı olarak tümdengelim kategorileri kullanılmıştır. Bu çalışmanın sonuçlarına göre 5E tabanlı ters yüz edilmiş sınıf yaklaşımının kullanımında öğrencilerin sınıf dışı süreçlere katılımının, öğrencileri sınıf içi süreçlere hazırladığı ve öğrencilerin böylelikle sınıf içi süreçlerde aktif katılım sağladığı görülmüştür. Sınıf dışı süreçlere katılmayan öğrencilerin sınıf içi süreçlerde etkinlikleri yaparken zorlandıkları ve tartışmalara katılamadıkları belirlenmiştir. Bu çalışma, 5E tabanlı ters yüz edilmiş sınıf yaklaşımının kullanımında sınıf içi ve sınıf dışı süreçlerde öğrenci katılımlarını arttırmak açısından öğretmenlere etkili öğretim stratejileri geliştirmeleri konusunda bir çerçeve sunmaktadır. Ayrıca matematik dersinde öğrenci katılımını sağlamak için 5E tabanlı ters yüz edilmiş sınıf yaklaşımıyla ilgili öneriler sunmakta ve öğrenci katılımının öğrenme sürecindeki önemini vurgulamaktadır.

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336.
  • Al Mamun, M. A., & Lawrie, G. (2023). Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules. Smart Learning Environments, 10(1), 1. https://doi.org/10.1186/s40561-022-00221-x.
  • Attard, C., & Holmes, K. (2019). Technology-enabled mathematics education: Optimising student engagement. Routledge.
  • Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs: BSCS.
  • Buchanan, S., Harlan, M., Bruce, C., & Edwards, S. (2016). Inquiry based learning models, information literacy and student engagement: A literature review. School Libraries Worldwide, 23-39.
  • Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
  • Bredow, C. A., Roehling, P. V., Knorp, A. J., Sweet, A. M. (2021). To flip or not to flip? A meta-analysis of the efficacy of flipped learning in higher education. Review of Educational Research, 6(91), 878-918. https://doi.org/10.3102/00346543211019122.
  • Cevikbas, M. & Kaiser, G. (2021). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education, 1-26. https://doi.org/10.1007/s10763-021-10213-x.
  • Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91 115.
  • Coufal, K. (2014). Flipped learning instructional model: Perceptions of video delivery to support engagement in eighth grade math [Doctoral thesis]. Lamar University, Beaumont, USA.
  • Cummins, J. C. (2016). College student engagement patterns in small group learning Aactivities conducted in courses organized using a flipped learning instructional pedagogy [Doctoral thesis]. The University of Tennessee, Knoxville.
  • Çevikbaş, M. (2018). Investigation of student participation process in a mathematics classroom based on flipped classroom model applications [Doctoral thesis]. Gazi University, Ankara, Türkiye.
  • Demir M., Zengin Y., Özcan Ş., Urhan S. & Aksu N. (2023) Students’ mathematical reasoning on the area of the circle: 5E-based flipped classroom approach, International Journal of Mathematical Education in Science and Technology, 54:1, 99-123.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
  • Fredricks, J. (2013). Behavioral engagement in learning. International Guide to Student Achievement, 42, 44.
  • Fielding-Wells, J., & Makar, K. (2009). Student (dis) Engagement in Mathematics.
  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology, 29(4), 462-482.
  • Helme, S., & Clarke, D. (2001).Identifying cognitive engagement in the mathematics classroom. Mathematics Education Research Journal, 13(2), 133-153.
  • Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of computers in education, 2, 449-473.
  • Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53.
  • Lai, H. M., Hsieh, P. J., Uden, L., & Yang, C. H. (2021). A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms. Computers & Education, 175, 104318.
  • Li, F., Qi, J., Wang, G., & Wang, X. (2014).Traditional classroom vs e-learning in higher education: Difference between students' behavioral engagement. International Journal of Emerging Technologies in Learning (Online), 9(2), 48.
  • Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implicationsof journal publications from 2011 to 2020. Frontiers in Psychology, 12, 672610.
  • MEB (2018). Matematik Ders Programı (1-8. Sınıflar) [Mathematics Curriculum (Grades 1-8)]. Ankara. Board of Education.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An Expanded Sourcebook (2nd ed). Sage Publications.
  • Özcan, Ş.; Demir, M., Aksu, N; Urhan, S. & Zengin, Y. (2022). Investigation of middle school students' conceptual understandings of the circle : Filliped classroom approaches with the 5E model. Muğla Sıtkı Koçman Faculty of Education Journal, 9(1), 110-133. https://doi.org/10.21666/muefd.988366
  • Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement and reading achievement. School Psychology Review, 38(1), 102-120.
  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of Research on Student Engagement (pp. 149-172). Boston, MA: Springer US.
  • Sagayadevan, V., & Jeyaraj, S. (2012).The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning. Journal of the Scholarship of Teaching and Learning, 12(3), 1-30.
  • Schallert, S., Lavicza, Z., & Vandervieren, E. (2022a). Merging flipped classroom approaches with the 5E inquiry model: A design heuristic. International Journal of Mathematical Education in Science and Technology, 53(6), 1528–1545. Advance online publication. https://doi.org/10.1080/0020739X.2020.1831092
  • Schallert, S., Lavicza, Z., & Vandervieren, E. (2022b). Towards inquiry-based flipped classroom scenarios: A design heuristic and principles for lesson planning. International Journal of Science and Mathematics Education, 20(2), 277–297. Advance online publication. https://doi.org/10.1007/s10763-021-10167-0.
  • Schreier, M. (2012). Qualitative content analysis in practice. Qualitative Content Analysis in Practice, 1-280. London: Sage.
  • Smith, M. S., & Stein, M. K. (1998). Reflections on practice: Selecting and creating mathematical tasks: from research to practice. Mathematics Teaching in The Middle School, 3(5). https://doi.org/10.5951/MTMS.3.5.0344
  • Tütüncü, N., & Aksu, M. (2018).A Systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207– 229.
  • Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016).Students’ experiences of the development of emotional engagement. International Journal of Educational Research, 79, 86-96.
  • Yıldırım, A.; Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Qualitative Research Methods in The Social Sciences). Ankara: Seçkin.
  • Wellborn, J. G. (1992). Engaged and disaffected Action: The conceptualization and measurement of motivation in the academic domain (Order No.9218563).ProQuest Dissertations & Theses Global.(304029074).Retrieved from https://www.proquest.com/dissertations theses/engaged- disaffected-action conceptualization/docview/304029074/se-2.
  • Zengin, Y. (2017). Investigating the Use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Educational Technology & Society, 20(2), 89-100.

Evaluation of Students’ Participation in the 5E-Based Flipped Classroom Approach

Year 2024, Volume: 13 Issue: 1, 106 - 129, 31.03.2024
https://doi.org/10.15869/itobiad.1396321

Abstract

This study aims to evaluate the participation of students levels in the 5E-based flipped classroom approach. The participants of the study consist of 12 students in the 7th grade at a public school. Case study, one of the qualitative research methods, was adopted in the study. In this study, how student participation occurred at each stage of the 5E-based flipped classroom approach was evaluated based on the students' subjective experiences. The data evaluated in the study were obtained through video recordings taken during classroom lessons, student worksheets, student documents uploaded in Google Classroom, semi-structured interview questions, audio recordings, field notes of the researcher teacher, and observation forms. Observation forms were created by the researcher to analyze in-class and out-of-class processes. Observation forms were prepared in line with the principles specified in the stages of the 5E-based classroom approach, which is the basis of the study. In the analysis of the data, deductive-inductive qualitative content analysis was used. In the coding process, a preliminary coding list was created using elements of both deductive and inductive approaches, and deductive categories were employed based on the 5E-based flipped classroom approach, which serves as the theoretical background of the study. According to the results of this study, it has been observed that in the use of the 5E-based flipped classroom approach, students' participation in out-of-class processes prepares students for in-class processes, and thus students actively participate in in-class processes. This study provides a framework for teachers to develop effective teaching strategies in terms of increasing student participation in in-class and out-of-class processes using the 5E-based flipped classroom approach. It also offers suggestions regarding the 5E-based flipped classroom approach to ensure student participation in mathematics lessons and emphasizes the importance of student participation in the learning process.

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336.
  • Al Mamun, M. A., & Lawrie, G. (2023). Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules. Smart Learning Environments, 10(1), 1. https://doi.org/10.1186/s40561-022-00221-x.
  • Attard, C., & Holmes, K. (2019). Technology-enabled mathematics education: Optimising student engagement. Routledge.
  • Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs: BSCS.
  • Buchanan, S., Harlan, M., Bruce, C., & Edwards, S. (2016). Inquiry based learning models, information literacy and student engagement: A literature review. School Libraries Worldwide, 23-39.
  • Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
  • Bredow, C. A., Roehling, P. V., Knorp, A. J., Sweet, A. M. (2021). To flip or not to flip? A meta-analysis of the efficacy of flipped learning in higher education. Review of Educational Research, 6(91), 878-918. https://doi.org/10.3102/00346543211019122.
  • Cevikbas, M. & Kaiser, G. (2021). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education, 1-26. https://doi.org/10.1007/s10763-021-10213-x.
  • Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91 115.
  • Coufal, K. (2014). Flipped learning instructional model: Perceptions of video delivery to support engagement in eighth grade math [Doctoral thesis]. Lamar University, Beaumont, USA.
  • Cummins, J. C. (2016). College student engagement patterns in small group learning Aactivities conducted in courses organized using a flipped learning instructional pedagogy [Doctoral thesis]. The University of Tennessee, Knoxville.
  • Çevikbaş, M. (2018). Investigation of student participation process in a mathematics classroom based on flipped classroom model applications [Doctoral thesis]. Gazi University, Ankara, Türkiye.
  • Demir M., Zengin Y., Özcan Ş., Urhan S. & Aksu N. (2023) Students’ mathematical reasoning on the area of the circle: 5E-based flipped classroom approach, International Journal of Mathematical Education in Science and Technology, 54:1, 99-123.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
  • Fredricks, J. (2013). Behavioral engagement in learning. International Guide to Student Achievement, 42, 44.
  • Fielding-Wells, J., & Makar, K. (2009). Student (dis) Engagement in Mathematics.
  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology, 29(4), 462-482.
  • Helme, S., & Clarke, D. (2001).Identifying cognitive engagement in the mathematics classroom. Mathematics Education Research Journal, 13(2), 133-153.
  • Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of computers in education, 2, 449-473.
  • Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53.
  • Lai, H. M., Hsieh, P. J., Uden, L., & Yang, C. H. (2021). A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms. Computers & Education, 175, 104318.
  • Li, F., Qi, J., Wang, G., & Wang, X. (2014).Traditional classroom vs e-learning in higher education: Difference between students' behavioral engagement. International Journal of Emerging Technologies in Learning (Online), 9(2), 48.
  • Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implicationsof journal publications from 2011 to 2020. Frontiers in Psychology, 12, 672610.
  • MEB (2018). Matematik Ders Programı (1-8. Sınıflar) [Mathematics Curriculum (Grades 1-8)]. Ankara. Board of Education.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An Expanded Sourcebook (2nd ed). Sage Publications.
  • Özcan, Ş.; Demir, M., Aksu, N; Urhan, S. & Zengin, Y. (2022). Investigation of middle school students' conceptual understandings of the circle : Filliped classroom approaches with the 5E model. Muğla Sıtkı Koçman Faculty of Education Journal, 9(1), 110-133. https://doi.org/10.21666/muefd.988366
  • Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement and reading achievement. School Psychology Review, 38(1), 102-120.
  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of Research on Student Engagement (pp. 149-172). Boston, MA: Springer US.
  • Sagayadevan, V., & Jeyaraj, S. (2012).The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning. Journal of the Scholarship of Teaching and Learning, 12(3), 1-30.
  • Schallert, S., Lavicza, Z., & Vandervieren, E. (2022a). Merging flipped classroom approaches with the 5E inquiry model: A design heuristic. International Journal of Mathematical Education in Science and Technology, 53(6), 1528–1545. Advance online publication. https://doi.org/10.1080/0020739X.2020.1831092
  • Schallert, S., Lavicza, Z., & Vandervieren, E. (2022b). Towards inquiry-based flipped classroom scenarios: A design heuristic and principles for lesson planning. International Journal of Science and Mathematics Education, 20(2), 277–297. Advance online publication. https://doi.org/10.1007/s10763-021-10167-0.
  • Schreier, M. (2012). Qualitative content analysis in practice. Qualitative Content Analysis in Practice, 1-280. London: Sage.
  • Smith, M. S., & Stein, M. K. (1998). Reflections on practice: Selecting and creating mathematical tasks: from research to practice. Mathematics Teaching in The Middle School, 3(5). https://doi.org/10.5951/MTMS.3.5.0344
  • Tütüncü, N., & Aksu, M. (2018).A Systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207– 229.
  • Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016).Students’ experiences of the development of emotional engagement. International Journal of Educational Research, 79, 86-96.
  • Yıldırım, A.; Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Qualitative Research Methods in The Social Sciences). Ankara: Seçkin.
  • Wellborn, J. G. (1992). Engaged and disaffected Action: The conceptualization and measurement of motivation in the academic domain (Order No.9218563).ProQuest Dissertations & Theses Global.(304029074).Retrieved from https://www.proquest.com/dissertations theses/engaged- disaffected-action conceptualization/docview/304029074/se-2.
  • Zengin, Y. (2017). Investigating the Use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Educational Technology & Society, 20(2), 89-100.
There are 38 citations in total.

Details

Primary Language English
Subjects Turkish and Social Sciences Education (Diğer)
Journal Section Articles
Authors

Neslihan Cengiz Parlak 0000-0001-9777-4624

İsmail Kinay 0000-0001-8963-8411

Early Pub Date March 23, 2024
Publication Date March 31, 2024
Submission Date November 26, 2023
Acceptance Date March 5, 2024
Published in Issue Year 2024 Volume: 13 Issue: 1

Cite

APA Cengiz Parlak, N., & Kinay, İ. (2024). Evaluation of Students’ Participation in the 5E-Based Flipped Classroom Approach. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 13(1), 106-129. https://doi.org/10.15869/itobiad.1396321

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